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In early childhood education (ECE) classrooms, teachers navigate practices about how to allow space for students to make sense of new STEM-based ideas. We posit that such pedagogical moves require ample in-the-moment perseverance by the instructor. In this paper, we seek to explore the nature of such instructional perseverance in ECE classrooms and how it manifests when ECE educators are supporting young children to develop their STEM reasoning, with a primary focus on the mathematics discipline in a social justice context. Working with a dataset consisting of four ECE classroom episodes, we employed an analytical framework that captured evidence of instructional perseverance. We found that the instructional perseverance of the ECE teacher was integral to the development of STEM reasoning of her young students. We present an illustrative case that details the instructional perseverance of the ECE teacher and the related STEM reasoning of her students in the context of exploring income variance by race. We argue that teacher education development must address how ECE teachers can plan for and navigate in-the-moment instructional obstacles in order to support young students' STEM reasoning development, which positions students for productive STEM-based outcomes.

Despite decades of social change and institutional reform, the academic gender gap continues to exist in many countries around the world and disproportionately affects women with children. Early indicators suggest that COVID-19 will widen this gap and exacerbate issues academic mothers face. In this essay we seek to raise awareness to the challenges and tensions academic mothers in mathematics education face both outside of and during a pandemic. We use existing literature on academic motherhood to make sense of our lived experiences, working to reframe pieces that are so often viewed as deficits to assets for our work in mathematics education. We hope that this will bring visibility to the invisible ways our identities as mothers inform our work as mathematics teacher educators and researchers. We conclude this essay with a call for the university-based mathematics education community to break the silence around the inequities associated with academic motherhood in our field and to shift the discourse from deficits of academic mothers to asset orientated views.

This article describes a multi-year project carried out by a team of early childhood teacher educators to critically inquire about and innovate clinical experiences. As part of our on-going program reflection and evaluation, we gathered data from multiple stakeholders about their perspectives of successful clinical experiences. Simultaneously, we developed and implemented several practices to enhance clinical experiences for multiple stakeholders incorporating collective perspectives. In this article, we illustrate the process and initiatives undertaken to enhance early childhood clinical experiences. We then offer critical reflections including the challenges we faced and new directions for university teacher preparation programs to consider.

This paper critically discusses two London-based "Learning Together" prison university partnerships--Middlesex University with Her Majesty's Prison (HMP) Wandsworth and London South Bank University (LSBU) with HMP Pentonville. The paper documents how students experienced the shared classroom learning approach designed on principles of "transformative pedagogy", and how students interpret their personal development and the knowledge and skills gained as a result. We share the steps taken to bring the learning together pedagogical philosophy to life and use evidence from module evaluation findings and critical reflections to demonstrate the transformations that happen. We interpret our findings through the lens of a transformative ripples model. In addition to exploring personal transformation, the wider transformations that occur within the public institutions at the centre of these collaborations--the prisons and the universities --are discussed. We argue that for prison and university partnerships to be truly effective, they must embed transformative pedagogic practices at their heart, ensuring the "how"we teach is as important, and deliberately considered, as the "what" we teach.

Cardiac dysfunction is the most frequent cause of morbidity and mortality in amyloid light chain (AL) amyloidosis caused by a clonal immunoglobulin light chain (LC). Previously published transgenic animal models of AL amyloidosis have not recapitulated the key phenotype of cardiac dysfunction seen in AL amyloidosis, which has limited our understanding of the disease mechanisms in vivo, as well as the development of targeted AL therapeutics. We have developed a transgenic zebrafish model in which a λ LC derived from a patient with AL amyloidosis is conditionally expressed in the liver under the control of the Gal4 upstream activation sequence enhancer system. Circulating LC levels of 125 µg/ml in these transgenic zebrafish are comparable to median pathological serum LC levels. Functional analysis links abnormal contractile function with evidence of cellular and molecular proteotoxicity in the heart, including increased cell death and autophagy. However, despite pathological and functional phenotypes analogous to human AL, the lifespan of the transgenic fish is comparable to control fish without the expressed AL-LC transgene. Nuclear labeling experiments suggest increased cardiac proliferation in the transgenic fish, which can be counteracted by treatment with a small molecule proliferation inhibitor leading to increased zebrafish mortality because of cardiac apoptosis and functional deterioration. This transgenic zebrafish model provides a platform to study underlying AL disease mechanisms in vivo further. NEW & NOTEWORTHY Heart failure is a major cause of mortality in amyloid light (AL) amyloidosis, yet it has been difficult to model in animals. We report the generation of a transgenic zebrafish model for AL amyloidosis with pathological concentration of circulating human light chain protein that results in cardiac dysfunction. The light chain toxicity triggers regeneration in the zebrafish heart resulting in functional compensation early in life, but with age develops into cardiac dysfunction.

: Introduction: Achieving optimal HIV outcomes, as measured by global 90‐90‐90 targets, that is awareness of HIV‐positive status, receipt of antiretroviral (ARV) therapy among aware and viral load (VL) suppression among those on ARVs, respectively, is critical. However, few data from sub‐Saharan Africa (SSA) are available on older people (50+) living with HIV (OPLWH). We examined 90‐90‐90 progress by age, 15–49 (as a comparison) and 50+ years, with further analyses among 50+ (55–59, 60–64, 65+ vs. 50–54), in 13 countries (Cameroon, Cote d'Ivoire, Eswatini, Ethiopia, Kenya, Lesotho, Malawi, Namibia, Rwanda, Tanzania, Uganda, Zambia and Zimbabwe). Methods: Using data from nationally representative Population‐based HIV Impact Assessments, conducted between 2015and 2019, participants from randomly selected households provided demographic and clinical information and whole blood specimens for HIV serology, VL and ARV testing. Survey weighted outcomes were estimated for 90‐90‐90 targets. Country‐specific Poisson regression models examined 90‐90‐90 variation among OPLWH age strata. Results: Analyses included 24,826 HIV‐positive individuals (15–49 years: 20,170; 50+ years: 4656). The first, second and third 90 outcomes were achieved in 1, 10 and 5 countries, respectively, by those aged 15–49, while OPLWH achieved outcomes in 3, 13 and 12 countries, respectively. Among those aged 15–49, women were more likely to achieve 90‐90‐90 targets than men; however, among OPLWH, men were more likely to achieve first and third 90 targets than women, with second 90 achievement being equivalent. Country‐specific 90‐90‐90 regression models among OPLWH demonstrated minimal variation by age stratum across 13 countries. Among OLPWH, no first 90 target differences were noted by age strata; three countries varied in the second 90 by older age strata but not in a consistent direction; one country showed higher achievement of the third 90 in an older age stratum. Conclusions: While OPLWH in these 13 countries were slightly more likely than younger people to be aware of their HIV‐positive status (first 90), this target was not achieved in most countries. However, OPLWH achieved treatment (second 90) and VL suppression (third 90) targets in more countries than PLWH, INTRODUCTION Persons living with HIV (PLWH), including those in low‐ and middle‐income countries, have experienced extended life expectancies due to the success of antiretroviral (ARV) therapies [1]. In 2014, the [...]

: Introduction: Population‐based biomarker surveys are the gold standard for estimating HIV prevalence but are susceptible to substantial non‐participation (up to 30%). Analytical missing data methods, including inverse‐probability weighting (IPW) and multiple imputation (MI), are biased when data are missing‐not‐at‐random, for example when people living with HIV more frequently decline participation. Heckman‐type selection models can, under certain assumptions, recover unbiased prevalence estimates in such scenarios. Methods: We pooled data from 142,706 participants aged 15–49 years from nationally representative cross‐sectional Population‐based HIV Impact Assessments in seven countries in sub‐Saharan Africa, conducted between 2015 and 2018 in Tanzania, Uganda, Malawi, Zambia, Zimbabwe, Lesotho and Eswatini. We compared sex‐stratified HIV prevalence estimates from unadjusted, IPW, MI and selection models, controlling for household and individual‐level predictors of non‐participation, and assessed the sensitivity of selection models to the copula function specifying the correlation between study participation and HIV status. Results: In total, 84.1% of participants provided a blood sample to determine HIV serostatus (range: 76% in Malawi to 95% in Uganda). HIV prevalence estimates from selection models diverged from IPW and MI models by up to 5% in Lesotho, without substantial precision loss. In Tanzania, the IPW model yielded lower HIV prevalence estimates among males than the best‐fitting copula selection model (3.8% vs. 7.9%). Conclusions: We demonstrate how HIV prevalence estimates from selection models can differ from those obtained under missing‐at‐random assumptions. Further benefits include exploration of plausible relationships between participation and outcome. While selection models require additional assumptions and careful specification, they are an important tool for triangulating prevalence estimates in surveys with substantial missing data due to non‐participation., INTRODUCTION Accurate HIV prevalence estimates are crucial for monitoring HIV disease burden and guiding testing and clinical management. However, population‐based HIV biomarker surveys, the gold standard for estimating HIV prevalence, [...]

Integrating STEM (science, technology, engineering, and mathematics) in authentic ways is often overlooked in early childhood spaces, despite young children having the ability to engage with the world around them through STEM practices. This piece showcases the work of children in a prekindergarten classroom as they explored an integrated STEM unit centering around the construction of a treehouse on their playground. Through the careful connection to content and standards in science, engineering, and mathematics, along with the integration of developmentally appropriate uses of technology, children learned about and constructed a treehouse on their school playground. Family and community partnerships also contributed to this work. We highlight the various phases of the project, associated standards, and tasks that children engaged with to help demonstrate the propensity of our youngest learners to authentically engage with STEM tasks. [ABSTRACT FROM AUTHOR]

Abstract This paper presents two collaborative programs at a small academic library that leverage the insights, engagement, and interests of our most important asset: our staff. Two new library committees, [...]

In response to the American Association for the Advancement of Science's Vision and Change in Undergraduate Biology Education initiative, we infused authentic, plant-based research into majors' courses at a public liberal arts university. Faculty members designed a financially sustainable pedagogical approach, utilizing vertically integrated curricular modules based on undergraduate researchers' field and laboratory projects. Our goals were to 1) teach botanical concepts, from cells to ecosystems; 2) strengthen competencies in statistical analysis and scientific writing; 3) pique plant science interest; and 4) allow all undergraduates to contribute to genuine research. Our series of inquiry-centered exercises mitigated potential faculty barriers to adopting research-rich curricula, facilitating teaching/research balance by gathering publishable scholarly data during laboratory class periods. Student competencies were assessed with pre- and postcourse quizzes and rubric-graded papers, and attitudes were evaluated with pre- and postcourse surveys. Our revised curriculum increased students' knowledge and awareness of plant science topics, improved scientific writing, enhanced statistical knowledge, and boosted interest in conducting research. More than 300 classroom students have participated in our program, and data generated from these modules' assessment allowed faculty and students to present 28 contributed talks or posters and publish three papers in 4 yr. Future steps include analyzing the effects of repeated module exposure on student learning and creating a regional consortium to increase our project's pedagogical impact.

While dialoguing around our collective experiences as academic mothers in mathematics education, we found several overlapping experiences and emotions in connection with our academic mother identities, along with narratives we heard about motherhood in academia. Drawing from background literature on motherhood in academia and matricentric feminist theory, we engaged in a collective reflection to examine and reflect upon the knowledge gained through our roles as academic mothers in mathematics education. In this reflection, we present how collective reflection helped to generate the knowledge we carry as mathematics teacher educators. This knowledge, we found, is directly linked to our roles and emotional experiences as academic mothers, thereby signifying the need to make our motherwork visible in academic spaces. Moreover, this process provided space for us to develop power in our academic mother roles to benefit ourselves and our students. [ABSTRACT FROM AUTHOR]